Game design: Lifecycle project

which is intended for improving practice in a health care network. The authors look briefly at past

work done to develop interactive narratives using structural artificial knowledge representation techniques.

They illustrate a method for collection and analysis of documentary data acquired during semistructured

interviews with participants of a network of health practitioners in the HIV field. The article

reviews the expansive theory of learning and explains how the technique can yield interactive narrative.

They discuss the design implications of this work for their interprofessional learning game. They end with

a description of the game and a discussion of the extent to which games developed using this method can

be said to sustain the kind of learning described by activity theory.

game-and-pbl.pdf:

This article argues that the merger of simulations and problem-based learning (PBL) can enhance both

active-learning strategies. Simulations benefit by using aPBL framework to promote student-directed learning

and problem-solving skills to explain a simulated dilemma with multiple solutions. PBL benefits because

simulations structure the information students receive to focus learning on the intended curriculum and

increase the strategy’s effectiveness in a wider variety of venues. A combined strategy—a PBL simulation—

places its simulation at the forefront of learning and helps students and teachers sift through the overwhelming

complexity that can arise in a more pure PBL. The authors illustrate the strength of a PBL simulation

with an economics unit on trade, titled THE GREAT AWAKENING.

Posted in References | Leave a Comment »

Interview protocol for SMEs

February 28, 2008 by lreyespa

This is a draft of the interview/brainstorming protocol to be used with experts SAD (most of them teachers) of undergraduate students.

Lifecycle project
Interview protocol for content experts/teachers of SAD

Context (Needs assessment)

1) Briefly describe the profile of a System Analysis and Designer

2) What SHOULD a system analysis and designer be able to KNOW after finalizing your course? (Objectives)

3) What SHOULD a system analysis and designer be able to DO after finalizing your course? (Objectives)

4) What types of problems a “junior” (novice) systems analyst might be assigned to solve on his own in a company (first job)?

5) What are the common variables that a SAD will have to deal with in a project?

6) What are some of the most common types of projects that SAD might find in the market?

7) What are common mistakes that a novice SAD will make?

8 ) How would you envision an ideal game/simulation around SAD concepts?

What might be a good combination of levels and information systems for each business area?

Level of the game	Business related information systems	SAMPLE CASES	OTHER VARIABLES	REWARD (Based on time, quality of the product and client satisfaction)
Junior System Analyst	ORGANIZATIONAL OPERATIONS	Inventory system ?	· Communication with clients and team · Time management · Teamwork	Promoted to System Analyst I Get a new office Bonus
System Analyst & Designer I	HUMAN RESOURCES	Employee Vacation system ?		Promoted to System Analyst II Get a new office with window Bonus ++
System Analyst and Designer II	FINANCE	?		Promoted to System Analyst II Get a personal secretary Plate at the organization’s party
Senior System Analyst and Designer	STRATEGIC MANAGEMENT (DECISION SUPPORT SYSTEM/EXPERT SYSTEM)	?		Future CIO on the watch- Cover of People Magazine Paid vacation in the Caribbean with spouse/partner. Down payment for an apartment/house.